Investigating the Role of Metacognitive Self-Regulation and Personality Traits in Predicting Academic Procrastination among Students

Document Type : Original Article

Authors

1 Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran

2 M.A in psychology, Department of Psychology, University of Payame Noor, Ardabil, Iran.

10.22098/jpc.2026.19895.1384

Abstract

Aim: The aim of present study was to explore how metacognitive techniques for self-regulation and Big Five personality factors are predictors for academic procrastination among university students.
Method: This project adopted descriptive-correlational methodological approach. The research population included all students of universities in Ardabil Province during 2023 and 2024. Among them, 185 participants were selected as samples for the research evaluations.
The data analysis for IBM SPSS Statistics for Windows, Computer Software, Statistical Package for Social Sciences, version 26.0, was conducted through multiple linear regression and Pearson correlation analysis techniques. The data collection tool included Self-report data was collected by surveying participants using The Solomon and Rothblum Academic Procrastination Scale, NEO-FFI, and Metacognitive Self-Regulation MSLQ; (Ross, 1991) and interpersonal needs questionnaires (joiner, 2005).
Findings: The results of the analysis showed that 17% of procrastination data could be explained by a statistical model which reached significance (R² = 0.14, Adjusted R² = 0.14) indicating a model that predicted procrastination negatively by Conscientiousness (β=-0.211; p=.019) where β indicates a standard deviation and that Metacognitive techniques (β=.257; p=.001) and Neuroticism (β=.233; p=.004) were predictors for procrastination that are significantly positive for this data model. The other predictors were not statistically significant.
Conclusion: These findings provide new evidence that certain metacognitive processes-which are usually thought to be adaptive-can result in procrastination when coupled with emotional instability. The study accordingly underlines the need to design interventions that improve efficient metacognitive functioning and emotional regulation, particularly for students scoring high in neuroticism or low in conscientiousness.

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